【正文】 m sorrys will be interpreted as sarcasm or coldness. In warm, fortable, close Chinese relationships, these words that Americans rely on to make life cordial are characteristically missing. Charlie39。 can teach us39。 1 Unit 1 Stretching for Effectiveness Directions to the warmingup activity: Have the students respond briefly to the question ―What are the characteristics of good language learners‖ and quickly jot down what e to their minds in a list. Activity 1 What are the characteristics of good language learners? 1. Have the students read over Joan Rubin’s original list of seven characteristics of the ―good‖ language learner and pare it with the list they have made in the warmingup activity. 2. Allow the students to describe the ―good‖ language learners they know, speculating on the strategies and characteristics that might have made the learners successful. 3. Open up the discussion to the whole class, eliciting the answers (openended) to the whole class from various pairs. Opinions from other researchers: *Researchers have identified many characteristics of good language learners. But one of the most important features distinguishing a good language learner from a poor language learner is the amount of selfguided practice the learner does when alone. Good language learners practice by themselves and do it a lot. They are active, energetic selfteachers. *Many characteristics can influence the success of language learning. Obviously, some innate factors such as age and intelligence are quite fixed. Aptitude is another factor that may be relatively fixed. Others characteristics may be changeable to greater or lesser degrees. 1. Personality Characteristics A number of personality characteristics have been associated with successful language learning. These include being willing to take risks, having high self esteem and being inquisitive Motivation and a positive attitude have also been correlated with language acquisition A final personality characteristic to consider is extroversion and introversion. Common belief is that extroverts learn quicker than introverts, however the research is inconclusive. It is reasonable to suggest that extroversion may facilitate the learning of 2 spoken English, but that introverts have more patience and thus may excel in areas of pronunciation, reading, and writing. 2. Learning Styles Ambiguity tolerance is a learning style that has been correlated to student achievement. It allows the learner to temporarily disregard some perceived contradictions or confusions, not get frustrated, and thus proceed with learning. A second learning style is the continuum of reflective to impulsive. People with reflective styles tend to take longer time but make fewer errors, while those with impulsive styles are quicker but make more errors. A further learner style is field dependence and field independence. People who are field dependent are less able to isolate individual items from the larger context, but are more able to see the larger context itself clearly. People who are field independent are more able to see the details within a larger picture, but may not see the larger picture as clearly. While the learning styles above seem to be detrimental to second language learning if a student is too much toward one pole of the continuum, other styles such as a student39。. TESOL Quarterly 9:4151. Willis, D. (2020) Second Language Acquisition. Birmingham: University of Birmingham. Unit 2 Communicating across Cultures Answers to questions for warmup activities: 1. Silence has different meanings in different cultures and subcultures. The Greeks intended silence as a refusal。s attempts to apologize for interrupting Ji Bing39。pleases, thankyous, and I39。good language learner39。s preference for an inductive versus deductive learning style or a visual verses auditory presentation style do not seem to be correlated with successful language learning. For these styles, the issue would appear to be in situations in which the learner required a different style than the teacher employed. In such situations, the more successful language learner may be the learner who has a teacher that teaches in the same way as the student is fortable learning. 3. Learning Strategies Rubin uses the term learning strategies to mean the techniques and devices which a learner may use to acquire knowledge. Based on the work of O39。 the Egyptians interpreted silence as consent. In Japan, silence can mean ―I don’t like your idea,‖ but it can also mean ―I’m thinking,‖ Knowing this is essential for international negotiators. Reading Incident 1 through a US lens, you might think that the Japanese customer was happy and perhaps even used silence deliberately. Not so! In fact, he was deeply disappointed by the poor negotiation. Relationships are far more important than the price in Japan. How could someone be so impatient? The Japanese value the ability to sit quietly. They may see the US tendency to fidget and shift as an indication of lack of mental or spiritual balance. 2. In Chinese ―You must be tired‖ is expressions to show your concern and care to the one who has been mitted his/her work. However, in English, this expression will sometime cause misunderstanding. Appropriate expressions should be ―Did you have a good trip?‖ ―You must have had a tiring trip.‖ These are problems of pragmatic petence in crosscultural munication. Part 1 Ways to Look at Culture Activity 1 What is culture? Suggested answers to questions： 1) What, in your understanding, are patterns of acceptable behavior? This can be an open question. Through discussions, students will develop their awareness of customs and ways of life which are different in different cultures. Patterns of behaviors seem natural in one culture and m